scholarly journals Approbation of Self-directed Learning by first year medical students: a mixed method study

2021 ◽  
Author(s):  
Bharti Bhandari ◽  
Deepti Chopra ◽  
Prerna Agarwal ◽  
Aprajita Panwar ◽  
Daljit Kaur ◽  
...  
Keyword(s):  
Medical Students ◽  
Phase 1 ◽  
Learning Goals ◽  
Undergraduate Medical Students ◽  
Self Directed Learning ◽  
Lifelong Learner ◽  
Institutional Ethics ◽  
Feedback Questionnaire ◽  
Directed Learning ◽  
Teaching Learning

Background: One of the primary roles played by Indian medical graduates is to be a lifelong learner. For being a lifelong learner, the students should inculcate the habit of Self-Directed Learning (SDL). Lack of SDL skills among undergraduate medical students is a concern, hence the study was planned to introduce SDL in Physiology to phase-1 undergraduate medical students and assess its effectiveness through students and facultys perceptions. Methodology: The project was commenced after obtaining clearance from the Institutional Ethics Committee. The faculty members and students were sensitized on SDL. Feedback questionnaire was framed and the topics for SDL were selected. Six topics were covered as part of the project. The effectiveness of the sessions was evaluated by administering the feedback questionnaire to the students and recording perceptions of the students and faculty on SDL. The quantitative and qualitative analysis of the data was done. Results: A total of 96 phase-1 students participated in the study. Majority of the students felt that self-directed learning sessions have improved their SDL skills; they are more prepared and aware of their learning strengths and have started taking ownership of their learning. However some students felt the activity was not sufficient and SDL was not useful in improving their analytical skills. Both the students and the faculty were fairly satisfied by this teaching learning innovation. Conclusions: Students and faculty were satisfied with the SDL strategy. SDL has shown to make them independent learner, who are aware of their learning goals and capable of evaluating their learning.

scholarly journals Introduction of Group Discussion as a Teaching—Learning Method in Dissection Hall for the First MBBS Students

2019 ◽  
Vol 08 (02) ◽  
pp. 066-070 ◽  
Author(s):  
Mehul Tandel ◽  
Daxa Kanjiya ◽  
Neeraj Vedi ◽  
Deepak Sharma ◽  
Praveen Singh ◽  
...  
Keyword(s):  
Group Discussion ◽  
Active Participation ◽  
Cooperative Interaction ◽  
Learning Method ◽  
Self Directed Learning ◽  
Medical College ◽  
Feedback Questionnaire ◽  
Directed Learning ◽  
Teaching Learning ◽  
Academic Year

Abstract Background Human cadaveric dissection is considered as a core teaching tool and plays a major role in active learning process of students. However, students’ active participation and self-directed learning in dissection hall has declined over the period of time. Group discussion in dissection hall allows students to participate actively, engage in cooperative interaction, communicate effectively, and utilize self-directed learning. Therefore, group discussion has been introduced and assessed as a teaching-learning method in dissection with the aim of improving participation, learning, and communication skill of students in dissection hall. Methods This study was conducted on 100 students of Pramukhswami Medical College, Karamsad, Anand, Gujarat, India, during the 2018–2019 academic year. Students were divided in 10 groups for dissection. Group discussion was introduced as a teaching-learning method and assessed during dissection. Data were collected through anonymous feedback and then statistically analyzed. Result There was significant increase in active participation of most students during dissection: 79% students rated this method as good or excellent; 51 to 74% students agreed that this method helped them in better understanding of subject, improving dissection skills and communication; and 68% students agreed that working in group is better as compared with traditional method of dissection. The Cronbach's alpha of feedback questionnaire was 0.816. Conclusion Students perceived that the group discussion during dissection not only helped in creating active participation and better understanding of subject but also helped improve learning, communication, and dissection skills.

scholarly journals FACEBOOK® GROUP USAGE TO SUPPORT FLIPPED-CLASSROOM LEARNING ON OCULAR TRAUMA

2020 ◽  
Vol 9 (1) ◽  
pp. 32
Author(s):  
Muhamad Reza Utama ◽  
Deny Yuliawan ◽  
Yoyo Suhoyo ◽  
Widyandana Doni
Keyword(s):  
Medical Students ◽  
Flipped Classroom ◽  
Ocular Trauma ◽  
Cognitive Engagement ◽  
Traditional Learning ◽  
Undergraduate Medical Students ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Active User ◽  
Directed Learning

Background: Facebook has been acknowledged as an alternative media in supporting traditional learning activities. However, its potential in enhancing students’ cognitive engagement on flipped-classroom’ activities is still not much known. This study aims to measure undergraduate medical students’ cognitive engagement changes after joining an ocular trauma flipped-classroom’ Facebook group.Methods: This pre-experimental study was involving 45 third-year undergraduate medical students of Muhammadiyah Surabaya' University who were joining the ocular trauma flipped-classroom' Facebook group. Three cognitive engagement variables were measured before students were joining the group and after the flipped-classroom’ face to face session ended. Finally, metrics data of the group members’ activities, which had been collected using Facebook Insight, used to shown changes between the active and passive user.Results: All users’ (n = 45) cognitive engagement were rising significantly after join the Facebook group (motivation, p = 0,000; self-directed learning readiness, p = 0,000; knowledge towards ocular trauma topic, p = 0,000). Increase in average active user knowledge was 11.09 points higher than passive users. Self-efficacy aspect of the students’ learning motivation and self-management aspects of the students’ self-directed learning readiness were the most increased sub-components.Conclusion: Facebook group has the potential to improve students’ cognitive engagement on ocular trauma’ flipped classroom.  

scholarly journals Implementation of a self-directed learning module for undergraduate medical students in biochemistry: sharing of an experience

2020 ◽  
Vol 7 (2) ◽  
pp. 361
Author(s):  
Poonam Agrawal ◽  
Niket Verma
Keyword(s):  
Medical Students ◽  
Learning Outcome ◽  
Learning Objectives ◽  
Learning Needs ◽  
Undergraduate Medical Students ◽  
Self Directed Learning ◽  
Personal Learning ◽  
Learning Module ◽  
Directed Learning

Self-directed learning SDL is a process where learners take the initiative for their own learning, become sensitive to personal learning needs, formulate the learning objectives, search for the resources and use them judiciously and finally evaluate the learning outcome.

scholarly journals The effect of student centered pharmacology teaching in the form of clinical case scenario among M.B.B.S students

2017 ◽  
Vol 6 (2) ◽  
pp. 458
Author(s):  
G. Francis Britto ◽  
K. R. Subash
Keyword(s):  
Clinical Case ◽  
Student Perception ◽  
Self Directed Learning ◽  
Case Scenario ◽  
Feedback Questionnaire ◽  
Post Test ◽  
Case Based Learning ◽  
Directed Learning ◽  
Teaching Learning ◽  
Case Based

Background: Pharmacology teaching by conventional method is by didactic lectures and practical sessions. To cultivate interest and motivate students towards self directed learning, the best tool in teaching learning methodology available is case based learning. Aims and objective of the study was to analyze the effectiveness and acceptance of case based learning (CBL) of pharmacology among M.B.B.S Students.Methods: The second year M.B.B.S Students of the academic year 2014 and 2015 were enrolled in the study. Clinical case scenario was formulated as modules based on the common clinical cases which the student observe and encounter in clinical postings in wards. The students were divided in to four groups, 30 in each group with one facilitator. Each module of case based learning was evaluated with pre test and post test. The student perception was recorded by a five point likert scale feedback questionnaire at the end of the study.Results: The post test scores in all modules revealed significant improvement in student’s performance by CBL method when compared using “paired t test”. Majority of the students preferred more CBL sessions for rest of the academic year.Conclusions: Students centred pharmacology teaching by CBL method creates self-directed learning environment to explore more for better understanding and application of the theoretical knowledge gained towards clinical practice.

scholarly journals Readiness for self-directed learning among undergraduate medical students of Andhra Medical College, Visakhapatnam

2017 ◽  
Vol 4 (8) ◽  
pp. 2836
Author(s):  
K. V. Phani Madhavi ◽  
B. Devi Madhavi
Keyword(s):  
Medical Students ◽  
Tertiary Care ◽  
The Self ◽  
Undergraduate Medical Students ◽  
Self Directed Learning ◽  
Cross Sectional ◽  
Learning Readiness ◽  
Medical College ◽  
Directed Learning ◽  
The Mean

Background: Self-directed learning (SDL) has been identified as an important skill for medical graduates. To meet the challenges in today's healthcare environment, self-directed learning is most essential. Readiness for SDL is the degree to which an individual possesses attitudes and abilities necessary for SDL. The present study was taken to assess the self-directed learning readiness (SDLR) among 4th semester medical students in a tertiary care teaching hospital. The objectives of the study were to assess the self-directed learning readiness among 4th semester undergraduate medical students of Andhra Medical College, Visakhapatnam using SDLR instrument; to find out the association if any between readiness for SDL and students’ demographic characteristics.Methods: A cross-sectional analytical study was conducted among 4th semester undergraduate medical students of Andhra Medical College, Visakhapatnam, Andhra Pradesh in the month of June 2016 to assess the self-directed learning readiness, using Fishers’40–item self-directed learning readiness scale (SDLRS) which contains 3 domains. The student’s response was collected in a 5‑point Likert scale. The readiness for SDL was categorized as high (>150 scores) and low (<150).Results: The mean SDLRS score was 145.17±18.181 with 105 (64%) students scoring <150 indicating low readiness. The mean sores in the 3 domains of self-management (SM), desire for learning (DL), self-control (SC) were 43.81±7.134, 45.88±6.916, and 55.26±8.296 respectively.Conclusions: Self-directed learning readiness appeared to be low among medical students. This study points out the need to address SDL skills among medical students, and need to find ways to build SDL skills among them. 

Perceptions of Saudi medical students regarding self-directed learning: A qualitative study

2021 ◽  
pp. 1-13
Author(s):  
Muhammad Imran ◽  
Sami Anwarfathi Kalantan ◽  
Mohammed Salim Alkorbi ◽  
Muhammad Shahid Shamim
Keyword(s):  
Medical Students ◽  
Qualitative Study ◽  
Time Management ◽  
Institutional Research ◽  
Undergraduate Medical Students ◽  
Self Directed Learning ◽  
Faculty Role ◽  
Life Long Learning ◽  
King Abdulaziz University ◽  
Directed Learning

Objective: To explore students’ perceptions regarding SDL as a learning method, their experience of using SDL and how it may play a role in their life-long learning. Methods: The exploratory study was conducted at Faculty of Medicine in Rabigh (FMR), King Abdulaziz University, Jeddah, Saudi Arabia, from January to February 2018, after the approval of institutional Research Ethics Committee. Four focus group discussions (FGD) with undergraduate medical students explored students’ perception about SDL. FGDs were audiotaped, transcribed, and analyzed thematically. Validation was done by member checking and external audit. Results: Five major themes were generated: understanding of SDL; views about SDL as a strategy; process of the strategy; effects of SDL; SDL and life-long learning. Subthemes which led to developing major themes, included self-study, personal efforts, and objectives & goals (theme1); good strategy, boredom with lectures, and need guidance (theme2); time management, outline of planning, and internet browsing (theme3); deep learning and curiosity (theme4); life-long learning and future progress (theme5). Conclusion: Our students have mixed perceptions regarding SDL. Most students perceive that SDL can affect their learning and future progress positively. However, they need support to effectively use this strategy. The faculty role is crucial in this regard. Keywords: Self-directed learning, qualitative study, grounded theory, Continuous...

scholarly journals Using modified tutorless problem-based learning approach with ‘SET triggers’ to teach diabetes mellitus to undergraduate medical students

2019 ◽  
Vol 6 (3) ◽  
pp. 876
Author(s):  
Karan Shrikant Patil ◽  
Dinesh Chandra Gupta ◽  
Swapnil Ganeshpure
Keyword(s):  
Diabetes Mellitus ◽  
Medical Students ◽  
Test Scores ◽  
Problem Based Learning ◽  
Undergraduate Medical Students ◽  
Self Directed Learning ◽  
Effective Option ◽  
Post Test ◽  
Directed Learning ◽  
The Difference

Background: The purpose of this study was to introduce modified form of conventional problem-based learning (PBL) i.e. “Tutor less PBL” in educating medical students about type 2 diabetes mellitus (T2DM). Medical students are future physicians and can be effective healthcare professionals to screen and manage diabetes at community level. Poor levels of awareness as well as lacunae in teaching diabetes have been reported among medical students. The study aimed to assess the knowledge of undergraduate medical students about T2DM by using “Tutorless PBL” method.Methods: Sixty-two 8th semester medical students from one of the private medical colleges in Mumbai city attained knowledge about T2DM through “Tutorless PBL” and “conventional PBL”. “A structured set of engagements triggers” (SET) was used in Tutorless PBL. Students responded through pre and post-test questionnaires and ‘student’s unpaired t test’ compared their test scores. Fourteen item questionnaires with Likert scale evaluated students’ feedback about both methods.Results: The post test scores were more for students in “Tutor less group” than in “tutored group” (15.37 vs. 14.01). The difference was statistically significant (t=5.87, p<0.001). All (100%) students appreciated both methods for enhancing their knowledge about T2DM. “Tutor less PBL” was found to be more effective than “conventional PBL” in promoting self-learning and critical thinking abilities.Conclusions: Both methods were beneficial to students in terms of clarifying the topic, improving group interaction and yielding self-directed learning. Tutorless problem-based learning can be an effective option especially in resource (faculty) limited setting.

SELF-DIRECTED LEARNING READINESS IN UNDERGRADUATE MEDICAL STUDENTS – A CROSS-SECTIONAL STUDY

2021 ◽  
pp. 13-17
Author(s):  
Sanober Wasim ◽  
Lokavarapu Manoj Joshua ◽  
M Salahuddin Ansari ◽  
Vartika Saxena ◽  
Farhanul Huda
Keyword(s):  
Medical Students ◽  
Initial Period ◽  
Cross Sectional Study ◽  
Self Control ◽  
Medium Of Instruction ◽  
Undergraduate Medical Students ◽  
Self Directed Learning ◽  
Cross Sectional ◽  
Tertiary Teaching ◽  
Directed Learning

Background: Self-Directed Learning (SDL) is a way of learning. A learner takes responsibility for his/her learning by formulating learning goals and identifying resources to achieve the same. Objectives: The current study was conducted to know the level of SDL readiness in undergraduate medical students in a tertiary teaching hospital and to see the correlation between SDLRS score and demographic parameters across different years of study so that appropriate recommendations may be provided for teaching delivery. Methods: SDLRS Likert scale questionnaire was administered to 302 medical undergraduates across the rst to the ninth semester in paper form during August-October 2018. It consists of 40 questions categorized under three domains, namely Selfmanagement (9 items), Desire for learning (13 items), Self-Control (18 items). Results: The present study included 302 participants. The average SDL score is 149.8.47 % of the students included in the current study have scores <150. The current study shows that there is no signicant association between Gender (P=0.30), Current Age (P=0.07), age at admission into the medical course (P=0.75), and level of SDL readiness. Students who had English and Hindi as a medium of instruction before admission to medical school have better SDL scores than those whose medium of instruction was in either one of the languages(P=0.005). In addition, students from the third semester have signicantly higher SDL scores than students from other semesters (P=0.04). Conclusions: Since the SDL scores are low in these students, they require more teacher-led discussions, demonstrations, and lectures in the initial period rather than independent projects, case studies, and private tutorials.

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